On the Theory of Evolution Versus the Concept of Evolution: Three Observations

Here we address three misconceptions stated by Rice et al. in their observations of our article Paz-y-Miño and Espinosa (Evo Edu Outreach 2:655–675, 2009), published in this journal. The five authors titled their note “The Theory of Evolution is Not an Explanation for the Origin of Life.” First, we argue that it is fallacious to believe that because the formulation of the theory of evolution, as conceived in the 1800s, did not include an explanation for the origin of life, nor of the universe, the concept of evolution would not allow us to hypothesize the possible beginnings of life and its connections to the cosmos. Not only Stanley Miller’s experiments of 1953 led scientists to envision a continuum from the inorganic world to the origin and diversification of life, but also Darwin’s own writings of 1871. Second, to dismiss the notion of Rice et al. that evolution does not provide explanations concerning the universe or the cosmos, we identify compelling scientific discussions on the topics: Zaikowski et al. (Evo Edu Outreach 1:65–73, 2008), Krauss (Evo Edu Outreach 3:193–197, 2010), Peretó et al. (Orig Life Evol Biosph 39:395–406, 2009) and Follmann and Brownson (Naturwissenschaften 96:1265–1292, 2009). Third, although we acknowledge that the term Darwinism may not be inclusive of all new discoveries in evolution, and also that creationists and Intelligent Designers hijack the term to portray evolution as ideology, we demonstrate that there is no statistical evidence suggesting that the word Darwinism interferes with public acceptance of evolution, nor does the inclusion of the origin of life or the universe within the concept of evolution. We examine the epistemological and empirical distinction between the theory of evolution and the concept of evolution and conclude that, although the distinction is important, it should not compromise scientific logic

Videotaping Experiments in an Analytical Chemistry Laboratory Course at Pace University

Instructional videos for laboratory experiments performed in an analytical chemistry course were developed to show undergraduate students enrolled in the course how to conduct experiments. Students watched the videos before coming to the laboratory class. The effectiveness of using these videos was evaluated via a postlaboratory survey. The overall response to these videos was positive, with students reporting that the videos helped them to prepare beforehand and to understand the concepts covered in the experiment. The shortened discussion time at the beginning of class resulted in more laboratory time for the students to focus on performing the experiment and for the instructors to supervise, answer questions, make corrections to laboratory techniques, and ensure that the experiment is conducted in a safe manner

A more fine-grained measure towards animal welfare: a study with regards to gender differences in Spanish students

The environmental issue is nowadays taking more importance in the environmental awareness all around the world, and in this field, animal consideration is more and more spread. A highlighted part in globalisation is the animal welfare awareness. This article presents a study comparing attitudes towards animals among secondary and university students in reference to gender. It was carried out on 1394 Spanish participants from 11 to 26 years. The instrument used in the study is the reviewed version of the Animal Welfare Attitude Scale which was renamed as “Animal Welfare Attitude-Revised Scale” (AWA-R Scale), with a Cronbach a reliability value of 0.85. It is subdivided into four components namely C1: animal abuse for pleasure or due to ignorance; C2: leisure with animals; C3: farm animals; and C4: animal abandonment. These components have been deeply detailed by a confirmatory factor analysis (CFA), which highly contributes to define the position of participants for the different dimensions of animal welfare. It is concluded that significant differences exist between males’ and females’ attitudes in all components of the AWA-R Scale. It is also suggested that two social characteristics—people’s attitudes towards animals and towards environmental protection—are, at the very least, coexistent and may indeed be interdependent. These differences between gender in matters of socialisation could thus be reflected in environmental attitudes, and also in others related to them, i.e. animal welfare attitudes

Developing a Life Skills Evaluation Tool for Assessing Children Ages 9-12

Efforts that attend to the developmental needs of children, enhance their capacity to learn, and support their potential for becoming successful, have tremendous merit. Therefore, it is critical that steps are taken to evaluate the effectiveness of such endeavors. The purpose of this study was to create and validate a life skill outcomes instrument for use in extension youth programs. This instrument validation study utilized both quantitative and qualitative methodologies to establish the validity and reliability of a life skills instrument for nine to twelve year olds. The data collected from 111 participants suggests that the instrument is both valid and reliable for the intended age group. Study results, limitations, and ideas for future research are discussed

The best laid plans: Educational innovation in elementary teacher generated integrated STEM lesson plans

Students need to be prepared for the 21st century by developing the literacy skills necessary for participating in the age of synthesis—an age that requires a progressive set of skills and knowledge. The authors identified nine educational innovations that are perceived to be effective for preparing students for the 21st century age of synthesis society. They coded a collection of 39 teacher-generated Grade 3–5 science, technology, engineering, and mathematics (STEM) lesson plans to document the extent to which the teachers included these nine educational innovations their STEM lesson planning. The authors found practices such as project-based and student-centered learning (which are common established approaches to teaching STEM) to be strongly represented in the plans, whereas practices such as family involvement and place-based learning (which have not been traditionally used in STEM instruction) were less evident in the plans. In their discussion they explore the implications for STEM teaching, and potential directions for future research